Year 10 Subject Selection Booklet.

17 June 2014
“Quality in All We Do”
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Welcome to Sunshine Beach State High School
Choosing the school that “best” meets your child’s needs is one of the most important choices a
parent can make.
Sunshine Beach State High School thanks you for the opportunity to highlight the features of our
school and our Vision for education and learning opportunities.
We are committed to creating a “futures” focused curriculum that aims to prepare students for their
future in the 21st Century. Our school Vision is to “Empower life long learners through a challenging
and supportive school community”. We aim to enhance relevant and real learning experiences that
focus on the individual child and their success.
We aim to provide core foundation subjects for all students to complete. Added to this we also add a
number of electives providing experience and breadth of learning.
Attached you will find a brief overview of our school subject selections for 2014.
We invite you to be a part of the Sunshine Beach State High experience. We encourage you and
your child to meet with members of Administration, Heads of Department and/or staff to support this
subject selection process.
We look forward to partnering your student on their learning journey and will encourage them to live
our motto, “Quality In All We Do”.
Working with you and for you.
Leanne Jensen-Steele
PRINCIPAL
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SUNSHINE BEACH STATE HIGH SCHOOL
TABLE OF CONTENTS
CURRICULUM OVERVIEW ...........................................................................................................4
TRANSITION YEAR 10 SUBJECT CHOICES ..................................................................................... 4
TEXTBOOK AND RESOURCES HIRE SCHEME .........................................................................5
KEY STAFF MEMBERS ................................................................................................................8
HEADS OF DEPARTMENT ...........................................................................................................9
CHOOSING YOUR SUBJECTS................................................................................................... 10
SUBJECT SELECTION ............................................................................................................... 11
ENGLISH ..................................................................................................................................... 11
ENGLISH (ENG)..................................................................................................................................... 11
MATHEMATICS .......................................................................................................................... 12
MATHEMATICS (MAT) ......................................................................................................................... 12
MATHEMATICS EXTENSION (MAX) ................................................................................................. 13
TECHNOLOGY ........................................................................................................................... 14
TECHNOLOGY (ITD) ............................................................................................................................ 14
HOME ECONOMICS (FDS) ................................................................................................................. 15
INFORMATION PROCESSING AND TECHNOLOGY (ICT) .......................................................... 16
LANGUAGES OTHER THAN ENGLISH ..................................................................................... 17
ITALIAN (ITL) .......................................................................................................................................... 17
SCIENCE ..................................................................................................................................... 18
PREPARATORY PHYSICS (PHY) ..................................................................................................... 18
PREPARATORY MARINE STUDIES (MAR) ..................................................................................... 19
PREPARATORY CHEMISTRY (CHM) ............................................................................................... 20
PREPARATORY BIOLOGY (BSC) ..................................................................................................... 21
HEALTH and PHYSICAL EDUCATION ...................................................................................... 22
PREPARATORY PHYSICAL EDUCATION (HPE) ........................................................................... 22
(CORE) HEALTH and PHYSICAL EDUCATION FOUNDATIONS (HPF) ...................................... 23
PREPARATORY HEALTH and NUTRITION (HNU) .......................................................................... 24
EXCELLENCE IN SURFING (HPX) ..................................................................................................... 25
HUMANITIES AND SOCIAL SCIENCES ........................................... Error! Bookmark not defined.
THE ARTS ................................................................................................................................... 27
ART (ART) ............................................................................................................................................... 27
MUSIC (MUS) ......................................................................................................................................... 28
DRAMA (DRA) ........................................................................................................................................ 29
DANCE (DAN) ........................................................................................................................................ 30
FILM AND TELEVISION (MED) ........................................................................................................... 31
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CURRICULUM OVERVIEW
TRANSITION YEAR 10 SUBJECT CHOICES
Year 10 is the transition year preparing students for Years 11 and 12.
In semester 1, students must choose the CORE subjects: Mathematics, English, Science SOSE and HPE. These subjects
are designed to reflect the national curriculum and the Queensland Curriculum Assessment Reporting (QCAR) essential
learning and ACARA. Two elective subjects can also be studied in semester 1.
In semester 2, only Maths and English are CORE and subjects will have a preparatory senior focus. Semester 2 subjects
will be designed around the national curriculum and the Queensland Study Authority (QSA) syllabus documents. Four
elective subjects can be studied in semester 2.
Semester 1
Key Learning area (KLA)
CORE
School Subject Code
School Subject Name
No of lessons p/wk
English
ENG101
English
4
Mathematics
(choose 1)
MAT101
Mathematics
4
MAX101
Mathematics Extension
4
Science
SCI101
Science
4
SOSE
SSE101
SOSE
3 lessons term 1 or 2
HPE
HPF
Health & Physical Education Foundation
3 lessons term 1 or 2
LOTE
ITL101
Italian
4
ART
Art
ELECTIVES
The Arts
DAN101
Dance
4
DRA101
Drama
4
MED101
Media
4
MUS101
Music
4
TXP101
Fashion Studies
4
PEC101
Early Childhood Practices
4
FDS101
Hospitality
4
ITD101
Industrial Technology & Design
4
GPH101
Graphics
4
Technology
(Business and Computing)
BST101
Business
4
ICT101
Information Communication Technology
4
HPE
HPE101
Physical Education
4
ESU
Excellence in Surfing
4
Technology
Technology
(Manual Arts)
CORE
Semester 2
English
Mathematics
Mathematics
SOSE
Science
ELECTIVES
Languages other than English
Technology
The Arts
Health and Physical Education
Study of Society and Education
Special Education & Teaching and
Learning
ENG102
English
MAT102
Mathematics
MAX102
MAC102
SSE102
GEG102
HIP102
MAP102
CHP102
PHP102
BIP102
ILP102
ITD102
MAN102
HSP102
CSP102
TXP102
BSP102
ENP
GTP02
ITP02
ARP102
ARV
DNP102
DRP102
FTP102
MUP102
PEP102
HPF102
HEP102
ESU
SSE102
LGS102
LNS102
Mathematics Extension
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Mathematics C
Study of Society and Environment
Preparatory Geography
Preparatory History
Preparatory Marine Studies
Preparatory Chemistry
Preparatory Physics
Preparatory Biology
Preparatory Italian
Preparatory Industrial Skills
Preparatory Technology Skills
Preparatory Hospitality
Preparatory Children’s Services
Preparatory Fashion Studies
Preparatory Business
Preparation Economics
Preparatory Graphics & Technology Studies
Preparatory Information
Preparatory Art (for QSA Art)
Preparatory Art (for certificate course)
Preparatory Dance
Preparatory Drama
Preparatory Film & Television
Preparatory Music and Music Studies
Preparatory Physical Education
Preparatory Health and Physical Education Foundation
Preparatory Health Education
Excellence in Surfing
Study of Society and Environment
Learning Support Programme
Numeracy Support Programme
STUDENT RESOURCE SCHEME (SRS) 2014
GENERAL INFORMATION AND PURPOSE OF THE SCHEME
The Sunshine Beach State High School Student Resource Scheme operates, under agreement,
each year with the Parents’ and Citizens’ Association. The intention of the scheme is to reduce the
financial outlay by parents on software, textbooks and materials, to provide a comprehensive range
of resources for students and to ensure that all students have access to quality resources. The
Student Resource Scheme operates at this school under the policy and guidelines of Education
Queensland. Parents wishing to take advantage of the resources and services provided by the
Scheme pay an annual flat fee with any additional subject specific fees (i.e. Marine Science).
A Student Resource Scheme Participation Agreement form is available outlining the conditions of
the Agreement (attached). Please note this form needs to be signed stating either “I do wish to
participate in the Scheme” or “I do not wish to participate in the Scheme”. Parents/caregivers who
join the scheme have entered into an agreement, and there is an obligation to pay these fees in
exchange for the use of certain student resources.
COST OF THE SCHEME
The cost for a student in Years 8, 9, 10, 11 and 12 is $240 per year.
Depending on subjects chosen there may be additional Subject Specific charges.
WHAT THE SCHEME PROVIDES
The scheme provides students with:
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access to the school’s computer network internet system and software package
student ID card and diary
all textbooks and class sets of books required for both long (one year) & short term use,
plays and novels (this will evolve to include eBooks)
minor equipment
reference books, library books, DVDs and videos used as resources
materials used in practical classes (this may involve elective subject surcharges)
photocopied resources and notes
computer software and operating costs
Sporting and HPE equipment
curriculum information books and booklets
teacher prepared notes and student worksheets for all subject areas
Microsoft Agreement
Adobe/Acrobat site licence
ACER testing
National English competition
National Maths competition
NAPLAN and QCS pre and prep testing
A detailed list of items provided within each specific subject is available through the Business
Service Manager.
WHAT THE SCHEME DOES NOT PROVIDE
The scheme does not provide:
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stationery items, personal equipment and consumables such as workbooks;
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most individual cooking ingredients;
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excursion, camp and transport costs;
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costs of outside venues in some subjects.
A detailed list of items provided within each specific subject is available through the Business
Service Manager.
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WHAT IF A STUDENT IS NOT IN THE SCHEME?
When a parent elects not to join the scheme, the parent will be required to supply all of the books,
materials and resources that can be purchased from booksellers etc. and also pay the school for
the cost of those materials, resources, software site licences and services that the school uniquely
provides. The student will receive basic requirements for the subject and will not be able to use
any resources, materials or services that have been acquired from monies contributed to the
Student Resource Scheme.
This means that the parent will be required to:
 locate and purchase all reference materials including software and books from class sets
normally provided by the scheme
 pay to the school any additional subject specific fees
 pay a general resource charge to the school to cover the cost of the student ID card, diary,
photocopying, computer software and operating costs, internet, calculators, and additional
resources
The amount of the Government Textbook Allowance will be paid to parents of students not in the
scheme. Parents may choose to have the cost of the additional subject surcharges and the
reduced general resource charge deducted from the allowance prior to issue by the school.
Government Allowances to be advised in 2014.
Years: 8 - 10
$111
Years: 11 -12
$242
INTERNATIONAL/MATURE AGE STUDENTS
Mature age and exchange students are required to pay the Student Resource Scheme charges
plus an amount equivalent to the Government Textbook and Resource Allowance. International
students do not pay any additional fees to those paid to Education Queensland International.
WHAT IF YOU ENROL DURING THE YEAR
Students enrolled after the end of February will be charged at a pro rata rate based on a 40 week
school year. Students enrolling throughout the year from within Queensland are required to pay
both the pro rata school charges and the pro rata Government Textbook and Resource Allowance.
Interstate students pay only the school charges and the school will apply for a State Government
Textbook and Resource Allowance on their behalf. These costs include GST.
TAKE HOME LAPTOP PROGRAM 2014 – Years 11 and 12
Students are able to take advantage of this program with a flat rate cost of $180 per year.
However to enter the program, the Student Resource Scheme and Subject Specific Fees must be
paid in full or a Payment Plan Agreement strictly adhered to for 2014.
HOW TO JOIN
All parents are required to complete and sign the Student Resource Scheme Agreement which
indicates if parents wish to participate or choose not to participate in the scheme. Parents with
continuing students will receive the Student Resource Scheme Agreement at the end of the year
prior to the year to which the agreement applies. Parents enrolling Year 8 students will complete
the agreement on enrolment. Parents enrolling students throughout the year will also complete the
agreement at the time of enrolment.
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NON PAYMENT OF FEES
The school operates the Student Resource Scheme to benefit all eligible students. It is not viable
for the school to provide this service if fees are outstanding. It is for this reason that students may
be refused entry into the scheme if fees are outstanding from the previous year/s. Students with
outstanding fees may be denied the opportunity to participate in non-compulsory school activities.
It is understood that some families can experience financial difficulties. Parents/caregivers in these
circumstances are encouraged to contact the Business Service Manager on 5440 4210 or Finance
staff on 5440 4240 to discuss individual payment options. All discussions will remain confidential.
If there is any part of this scheme you do not understand or would like more information on, please
do not hesitate to call.
WHAT HAPPENS IF MY STUDENT LEAVES DURING THE SCHOOL YEAR
All books must be returned. Refunds then will be calculated on a pro rata basis as at the date of
departure over a school year period of 40 weeks. Parents are requested to get their student to
obtain a Student Clearance Form, which is available from the Office. Once the pro-rata has been
calculated a refund cheque will be posted to the mailing address indicated on the Clearance Form.
Refund calculations will be based on the pro-rata of the Student Resource Scheme payment,
subject consumable fees and government textbook allowance. Any textbooks not returned or
returned damaged, will have their replacement cost deducted from the refund amount.
Please direct further enquiries to Karen Gillespie, Business Service Manager on 07 5440 4210 or
Finance staff on 07 5440 4240.
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KEY STAFF MEMBERS
Leanne Jensen-Steele
Principal
Greg Prestwidge
Deputy Principal
Christopher Robinson
Deputy Principal
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Paul Fitzgerald
Deputy Principal
Karen Gillespie
Business Services Manager
HEADS OF DEPARTMENTS
Justin Wilkie
Mathematics (Acting)
Jared Richardson
SOSE
Diana Peeters
Senior Schooling VET /ITD
Helen Leyden
The Arts
Rob Armstrong
Science/Marine
Craig Florence
Special Education Services
Kara Grumetza
English
Suanne Barrell
Senior Schooling OP
/Home Economics
Scott Wallace
Student Services
Janine Lahey
Health &
Physical Education
Jon Lunn
IT Curriculum
Walter Bocchino
International/LOTE
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CHOOSING YOUR SUBJECTS
There are three major educational decisions you have to make while at school. The first
concerns your career choices which are an integral part of the Career and Educational Planning
Program from Years 8 – 12. The second will be the subjects you choose in Years 9 & 10 to
support these career choices. The third will be the subjects you choose for Years 11 & 12 if
your career choices indicate that you must study beyond year 10. Each of these decisions is
very important since it affects the type of job or tertiary study you can choose when you leave
school. Your course selections also directly affect your happiness and success while at school.
These are a number of guidelines to go by when choosing your subjects. Choose subjects:
 which will support your career options;
 which give you skill, knowledge, and attitudes useful to you in life;
 in which you can do well; and
 which you enjoy.
This may sound easy, but it should involve a lot of thought, discussion, and research. You need
to find out about the different types of subjects and, in many cases, think further about career
choices. Never assume you know all about a subject at a higher year level because you have
done that subject before.
WRONG REASONS FOR CHOOSING SUBJECTS
Many students choose subjects for the wrong reasons and as a result are not happy at school
or can’t follow their career choice later. Do not take (or avoid) a subject because:
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one other person says it is a good or bad subject;
your friends are, or are not taking it;
you think it is easy or difficult;
your like or dislike the teacher; and
“all the boys or girls take the subject”.
THINK ABOUT CAREERS
Our Career and Education Planning Program will ensure that you have some idea of career
choices before choosing subjects. It is better that you consider a few careers, not just one. Try
to choose a course that will keep career options open.
BE REALISTIC
Remember, however, there is no point in taking subjects for particular careers if those career
choices are completely unrealistic. Similarly, avoid subjects you find too hard. You may need
to see your Student Manager about these matters.
DON’T BE AFRAID TO ASK
Remember that your choice of career is only one of the aspects to consider when choosing
subjects. Don’t avoid subjects just because they are not related to your chosen career. Good
performance in any subject will improve your results and help you gain employment. If you
need more help then seek it – otherwise you may regret it later. Talk to your parents, your
Student Manager, Career Education teacher, Guidance Officer, Heads of Department, Principal
or Deputy Principals. Make use of the school subject program. Look at the resources
suggested in this article. You’ll be doing yourself a favour.
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SUBJECT SELECTION
ENGLISH
ENGLISH (ENG)
Course Overview
In English, students learn to speak, listen, read, view, write and shape texts to make meaning
with purpose, effect and confidence in a wide range of contexts. Students learn how language
use varies according to context, purpose, audience and content. This knowledge develops their
ability to talk about language and to reflect on and critique its use. Studying English helps
students appreciate the social, imaginative and aesthetic uses of language. It helps them to
enjoy language and empowers them as purposeful, critical and creative language users.
What students learn
Students in Year 10 English will be studying the Australian Curriculum. Students will
communicate in a range of face-to-face and online/virtual environments. Students will engage
with a variety of texts for enjoyment. They will interpret, create, evaluate, discuss and perform a
wide range of literary texts as well as media texts, including newspapers, film and digital texts,
fiction, non-fiction, poetry, dramatic performances and multimodal texts.
Year 10 English (ENG10)
Semester 1
Reading and responding to literary texts exploring social issues in Australia
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Understanding and analysing satire in texts
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Reading and responding to a novel
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Semester 2
Reading and responding to a Shakespearean drama
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Exploring and evaluating representations of events and issues in news media texts
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How students are assessed
During the year, students assemble a folio of assessment pieces which as a whole determines
their level of achievement in the subject. Assessment pieces are both spoken and written and
prepared under assignment conditions or in examinations. Throughout the course students will
be assessed on their knowledge and understanding of English and their ability to interpret,
construct and appreciate texts. Students reflect on their language and learning through the
drafting process.
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MATHEMATICS
MATHEMATICS (MAT) – Preparatory Mathematics A
In Year 10, the Mathematics course aims to develop students’ potential so that they are able to be
competent in numeracy and the basic skills of mathematics. Students gather, organise and process
information for problem solving, communicate effectively using mathematical language and work
independently or co-operatively.
What students learn
In Year 10, students will be divided into two broad ability groups. They will be introduced to the Years
11/12 subjects Mathematics A and Mathematics B/Mathematics C via the respective preparatory
subjects Mathematics and Mathematics Extension. Students who have shown the greatest aptitude
for Mathematics will study Mathematics Extension in preparation for Years 11/12 Mathematics B and
Mathematics C. The remaining students will study Mathematics.
At different times and for different purposes, students will be able to work by themselves, in addition to
developing the skills to be able to work co-operatively.
Each of the topics of Number & Algebra, Measurement & Geometry and Statistics & Probability is
visited at least once per semester. One of the main differences between Mathematics and
Mathematics Extension is that there is far less algebra in Mathematics.
Topic
Number
Count, order with whole numbers, fractions, decimals up to rates, ratio,
direct and indirect proportion, some manipulation of positive/negative
numbers. In addition, students study financial mathematics – simple and
compound interest and budgeting
Algebra
Collection of like terms, the distributive law, factorising and solving of
simple linear equations, study of simple quadratic functions
Measurement
Counting/measuring angles, perimeter, area and capacity, using
appropriate formulae for length, area and volume of various figures.
Students also study time zones, scale drawing and bearings
Geometry
Make drawings of both 2-D and 3-D shapes, analysing translations,
reflections, rotations and enlargements including properties of similarity
and congruence, geometry of triangles
Statistics and
Probability
Distinguishes possible/impossible events, displaying/summarising data
to show the relationship between the data
How students will be assessed
Each semester, students are assessed with a mid semester test, an assignment and an end
semester test.
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MATHEMATICS
MATHEMATICS EXTENSION (MAX) – Preparatory Mathematics B
In Year 10, the Mathematics course aims to develop students’ potential so that they are able to
be competent in numeracy and the basic skills of mathematics. Students gather, organise and
process information for problem solving, communicate effectively using mathematical language
and work independently or co-operatively.
What students learn
In Year 10, students will be divided into two broad ability groups. They will be introduced to the
Years 11/12 subjects Mathematics A and Mathematics B/Mathematics C via the respective
preparatory subjects Mathematics and Mathematics Extension. Students who have shown the
greatest aptitude for Mathematics, will study Mathematics Extension in preparation for Years
11/12 Mathematics B and Mathematics C. The remaining students will study Mathematics.
At different times and for different purposes, students will be able to work by themselves, in
addition to developing the skills to be able to work co-operatively.
Each of the topics of Number & Algebra, Measurement & Geometry and Statistics & Probability
is visited at least once per semester. One of the main differences between Mathematics and
Mathematics Extension is that there is far less algebra in Mathematics.
Topic
Number
Count, order with whole numbers, fractions, decimals up to rates, ratio,
direct and indirect proportion, manipulation of positive/negative numbers
and surds. In addition, students study financial mathematics – simple and
compound interest and budgeting
Algebra
Introduces the concept of a variable, solving simultaneous equations using
algebraic and graphical methods, solving quadratic equations using
factorising as well as the quadratic formula
Measurement
Counting/measuring angles, perimeter, area, volume and capacity using
appropriate formulae for length, area and volume of various figures
Geometry
Make drawings of both 2-D and 3-D shapes, analysing translations,
reflections, rotations and enlargements including properties of similarity
and congruence, circle theorems
Probability and
Statistics
Distinguishes possible/impossible events, displaying/summarising data to
show the relationship between the data.
How students will be assessed
Each semester, students are assessed with a mid semester test, an assignment and an end
semester test.
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TECHNOLOGY
TECHNOLOGY (ITD)
Course Overview
All Industrial Technology and Design subjects have an industrial focus, e.g. product design; product
manufacture; industrial graphics (drawing); systems design; control; energy; safety; and
social/environmental impacts of technology developments. Students are involved in technology
challenges that develop their design, problem solving, decision making, task management, creative and
practical skills.
What students learn
Semester 1
Semester 2
Year 10 ITD
Year 10 Preparation Furnishing
Foundation Studies: Advanced technology and A continuation of Semester 1 Industrial
design practices.
Technology and design skills and processes.
Students advance their skills in preparation for
Certificate I Furnishing in senior.
Semester 1
 coat hanger
 beach chair
 chopping board
 jewellery box
 occasional table
Year 10 Graphics
Year 10 Graphics has been primarily designed
to mirror the assessment techniques and
instruments outlined in the Senior Syllabus of
Graphics. This provides the students with the
underpinning knowledge and critical thinking
skills required for Senior Graphics. Students
will further develop their skills using traditional
drawing, sketching and computer aided
drawing techniques.
Year 10 Preparation Engineering
Foundation skills in engineering in preparation
for Senior Certificate I Engineering. Workshop
safety is paramount in this area.
Term 3
Term 4
 fitting (bottle opener)
 fabrication
 oxy acetylene welding
 plumb bob
(cube)
 thermal cutting
(practice)
 soft soldering
Year 10 Preparation Graphics (OP)
Year 10 Graphics has been primarily designed
to mirror the assessment techniques and
instruments outlined in the Senior Syllabus of
Graphics. This provides the students with the
underpinning knowledge and critical thinking
skills required for Senior Graphics. Students
will further develop their skills using traditional
drawing, sketching and computer aided
drawing techniques.
Year 10 Preparation Technology Studies
(OP)
This subject allows students to advance their
design process skills combined with graphical
drawing techniques.
Term 3
Term 4
 design folio 1
 design folio 1
 CO2 dragster
 domestic product
How students will be assessed
Industrial Technology and Design
Workbooks, design folios, product manufacture, research
reports and tests
Graphics:
Unit folios, class work, design assignments, tests
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TECHNOLOGY
HOME ECONOMICS (FDS)
Course Overview
Learning in Home Economics can assist students to develop the knowledge and skills to make
informed decisions, plan strategies, implement and evaluate outcomes, promote nutrition and dietary
practices, use textiles creatively, and understand communities and individuals.
Food Strand: For students who enjoy cooking and who may want to study Hospitality in the senior
school. Some students may simply want to gain more knowledge and greater skills in the area of
food preparation and presentation.
Textiles Strand: The Fashion/Textiles strand is for students who enjoy the creativity and design
aspects of fashion, as well as learning lifelong skills in sewing techniques. This strand may lead to
Senior Fashion Studies.
Early Childhood Strand: This subject is for students who are interested in the area of Childcare.
This is essential for students who would like to continue to study this subject in Senior. You must be
outgoing and enjoy children.
What students learn
Year 10
FDS - Preparatory Hospitality or Catering
FDS - Preparatory Hospitality or Catering
This unit is for students who are interested in
This unit is for students who are interested in
following a Hospitality course of study.
following a Hospitality course of study.
Students will learn skills and knowledge
Students will learn skills and knowledge
relating to the Hospitality Industry. Study of a
relating to the Hospitality Industry. Study of a
second language could be beneficial if seeking
second language could be beneficial if seeking
a career in Hospitality or Tourism.
a career in Hospitality or Tourism.
PEC - Preparatory Children’s services
TXT - Preparatory Fashion
This program is for students who are interested
This program is designed for the fashion
in following a career or course of study in Early
conscious student who would like to design
Childhood Studies. Students will learn skills
and create original designs learning both skills
and knowledge relating to the childcare
and techniques required for successful clothes
industry.
designing.
How students are assessed
This will be continuous over the semester, incorporating all areas of study in the unit.
The three assessment strands are: technology practices, information and materials.
Assessment will be based on any combination of the following:
continuous practical activities, folio of work, major productions or café takeaway, research tasks,
project productions.
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TECHNOLOGY
INFORMATION PROCESSING AND TECHNOLOGY (ICT)
Course Overview
This program is designed to develop students’ potential through practical activities that focus on four
areas: Computer Systems; Technology; Communications and Applications. These courses are designed
to prepare students for senior study in the subjects Information Technology Systems (ITN) and Information
Processing and Technology (IPT).
What students learn
Students will understand the importance of a safe and healthy work environment, and appreciate the
social and ethical effects of computers. Students will integrate a number of programs and approaches
to develop skills in computing, problem solving, group project co-operation, project management,
reporting and communication.
Topic Timetable
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topology and internet components
problem solving
web design
professional presentations
document integration
spreadsheets and databases
internet information assembly
programming
How students are assessed
A judgement of achievement will be made at the end of each semester of study. Most assessment will be
competency based.
The type of assessment strategies used throughout the units will include:
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in-class assignments
research assignments
practical projects
short response tests
group presentations
folio presentations
individual research
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LANGUAGES OTHER THAN ENGLISH
ITALIAN (ITL)
Course Overview
The Italian program at Sunshine Beach High School extends the individual’s ability to communicate
with a wider world. Students learn to transfer their knowledge from one language to another and in the
process improve their communication skills. This knowledge transfer skill is the most sought after by
employers of any kind.
The study of Italian is a sensible choice for students as Italian and English are related languages - both
belong to the Indo-European family of languages with strong common roots to Latin. Italian facilitates
access to other languages. Many Italian terms are internationally used in fields such as architecture,
music, fashion, design and banking.
Italy was the seventh largest economy in the world in 2004 and Italian is the second language spoken
in Australia after English. TV and radio programs in Italian are available in Australia on a national
network. Knowledge of Italian provides easy access to other languages such as French and Spanish.
Italian is a practical tool that can be combined with training and qualifications in professional and
technical fields. Proficiency in the language provides further employment opportunities. The study of
Italian can be used in career paths including commerce, tourism, medicine, teaching, foreign affairs,
fashion industry, music and sport.
What students learn
The language will be explored at three levels across four semesters. The course is designed for
students with or without knowledge of the language. Some topics will be treated in greater depth than
others, with particular attention to commercial, artistic and cultural aspects of Italy. Frequent reference
to the Australian context will highlight common elements and differences. The course provides a
sensible balance between cultural and linguistic elements. Provision is in place to provide a new multimodal delivery to address specific sectoral language needs in keeping with the students’ choice of
study area.
Recognition of prior knowledge (at least four years in primary) is a key feature of the course and will
allow students to access automatically ITA10A/10B (see table below) accelerating student’s path.
Students enrolled in this course are invited to participate in the Italian Exchange Student Programme in
place since 1994 at this school. It provides the opportunity for interested students to visit Italy every
second year. This programme is unique to Australia for its success and consistency and has proved
very successful outside school boundaries.
ITL10A/B – Applied Language
This course provides extension and in depth understanding of 10A/10B course.
Students undertake language projects and advanced tasks developed from 09A/09B. Competency
in all prior units is required. This unit pre-empts senior courses with applied language studies while
catering for different levels.
Note:
Refinements may occur as a result of the implementation of Middle Schooling Integrated
structure.
How students are assessed
Task based assessment on reading, writing, speaking and listening as per unit requirement.
Page 17 of 31
SCIENCE
PREPARATORY PHYSICS (PHY)
Course Overview
Physics is all about understanding how things work. This unit gives students the opportunity to
enhance their skills and knowledge of forces, motion and energy. This unit is hands on and students
will discover the many exciting careers that science can lead to such as Engineering, Robotics and
Electronics. The activities in this unit are samples of such career activities.
Companion Subject
It is recommended students also take Prep Maths B (MAX)
What students learn
PHY10A/B
Robotics
Students:
construct and program robots to investigate the affect of wheels and gears on the robot’s
speed and power.
Bridges and structures
Students:
analyse the forces involved in construction of structures;
construct a bridge from the least amount of spaghetti possible and test its strength with a
given load.
Electronics
Students:
Rocketry
Students:
Energy
Students:
gain an understanding of electronics and electric motor design;
construct an electrical device.
study the equations of motion, energy, gravity, and projectiles as related to rocketry;
construct and launch rockets using kits;
design, construct and launch rockets made from various materials.
investigate current sources of energy;
present information about electricity supply in South East Queensland.
How students are assessed



extended experimental investigations
research tasks
written tests
Page 18 of 31
SCIENCE
PREPARATORY MARINE STUDIES (MAR)
Course Overview
Careers in the marine industry are extremely diverse and qualified persons are in short supply.
This “hands on” subject will give a greater understanding of the marine environment and the
many associated careers. Students will learn about both the living and non-living aspects of the
sea and how they depend upon each other. Students will gain an excellent insight into the wide
variety of marine experiences and a sound preparation for Marine Studies, Senior Biology and
Marine and Aquatic Practices. Students will also gain real life knowledge and skills to help
them enjoy their future recreation and career path.
What students learn
MAR10A/B
Unit 1 Aquariums
 Set up and maintain an aquarium for the semester, looking after their own fish
 Analyses biotic and abiotic factors in aquarium maintenance
 Nitrogen cycle
 Written Exam
Unit 2 Model Boat design, construction, and testing
 Boat hull types, advantages and disadvantages of each
 Design, construct, and test a model boat for speed, carrying capacity, and stability
 Compare your boat hull design to others
 Extended Experimental Investigation
Unit 3 Marine Biology
 Classification of marine organisms
 Plankton
 Relationships and adaptations
 Trophic levels and food webs
 Branching and dichotomous keys
 Underwater World Excursion
 Oral Presentation
Unit 4 Ocean Resources
 Resources utilised in our oceans
 Recreational and commercial fishing
 Government regulations on fishing
 Dissections, fish and squid anatomy
 Recreational Fishing skills
 Noosa River Excursion
 Written Exam
 Skill Checklist
Unit 5 Conservation of the Sea
 Human’s impact on our oceans
 Methods to preserve and protect the marine ecosystems
 Group Project
How students are assessed
 written exams x 2
 oral presentation
 extended experimental investigation
 group project
Page 19 of 31
SCIENCE
PREPARATORY CHEMISTRY (CHP)
Course Overview
Chemistry seeks to explain the things that happen in the world around us at a chemical and molecular
level. This course will focus on developing an excellent knowledge of basic chemical principles and
experimental skills in order to prepare students for all senior sciences.
Companion Subject
It is recommended students take Prep Maths B (MAX).
What students learn
Tragedies and Triumphs
Explores the basics of chemistry through well-known disasters and discoveries such as the sinking of
the Titanic, electricity, explosion of The Hindenburg, penicillin, thalidomide, space travel, bombing of
Hiroshima, X-Rays and the discovery of DNA, pesticide DDT.
Students: LEARN the basic principles of chemistry (the periodic table, elements, ions, atomic
structure, chemical equations, changes of states, types of reactions). EXPLORE the principles
through 3D modelling, lab experiments and art.
Career Chemistry
Focuses on the laboratory techniques and skills needed for both senior chemistry and in the
workplace.
Students: LEARN correct techniques for measuring, mixing, recording and experimenting. EXPLORE
these techniques in hands on lab experiments.
Energy Futures
This unit will examine the chemistry behind burning fossil fuels, nuclear energy, hydroelectricity, solar
power, hydrogen fuel cells and their implications for our future energy use.
Students: LEARN the chemistry involved in energy production. EXPLORE the future of energy use
through research, modelling and demonstrations.
Battle on the Seas (Redox)
This unit introduces students to the real life applications of Oxidation-Reduction reactions.
Students: LEARN how chemistry can be used to preserve diving sites and prevent corrosion of sea
vessels.
How students are assessed
The assessment focuses on developing the skills students need to be successful in senior science
subjects and includes:



exams
research tasks (assignments)
extended experimental investigations and lab reports
Page 20 of 31
SCIENCE
PREPARATORY BIOLOGY (BSC)
Course Overview
Biology is the study of living things. Students will learn theory combined with practical skills in
the field, dissection techniques and physiology experiments in preparation for Senior Biology.
What students learn
Brave New Worlds – Classification
Whenever explorers discovered new lands and habitats they had to explain exotic plants and animals
by classifying them. Classification is the key skill at the heart of most biological studies.
Students will learn about:
Students will explore:
classifying organisms into Phyla and similarities & differences of Phyla.
how to use classification to identify new species and how forensic
scientists use classification as an investigative tool.
Doctor Doctor – Anatomy and Physiology
Understanding the human body is useful to everybody – we all have one! Students will explore many
of the structures and functions that make the human body tick.
Students will learn about:
Students will investigate:
the skeletal muscular system and how it controls movement, the
digestive system and how food relates to health, how the components of
blood are related to digestion and health.
the role of the five senses in health.
Into The Wilds - Field Biology
Introduces students to important skills used in the field to gather data about the environment.
Focuses on reliable observation, accurate data collection and understanding scientific methods and
procedures.
Students will learn about:
Students will conduct:
the importance of environmental data and methods of collecting data,
interactions and adaptations in natural ecosystems.
practical field studies of the local environment.
Run Through the Jungle – Botany
Introduces students to all aspects of members of the Kingdom Plantae. Focuses on the features of
plants such as their internal and external structures and adaptations to survival.
Students will learn about:
Students will conduct:
internal and external structure of plants, including transport and
reproductive tissues.
microscopic studies of plant tissues and cells, simple experiments
investigating starch production and osmosis in plants.
How students are assessed
The assessment focuses on developing skills students need to be successful in senior science
subjects and includes:


exams, research tasks (assignments)
extended experimental investigations and lab reports
Page 21 of 31
HEALTH and PHYSICAL EDUCATION
PREPARATORY PHYSICAL EDUCATION (HPE)
Course Overview
SEMESTER
2
TERM 3
TOPIC
Biomechanics
Psychology
TERM 4
Training for Sport
Sociology
OUTLINE
Muscles, Bones, Actions
3 (max) biomechanical principles.
Biomechanical analysis of the sport being
studied.
Assessment: Exam
Biomechanical evaluation of a skill from
the sport being studied.
Psychology and its place in sport and
training?
Focus, Concentration strategies.
Assessment: Assignment
Analysis of current sport utilising the 9
principles and psychological strategies.
Energy Systems and testing
Training Programs
Assessment: Assignment
Devise a training program to meet your
needs for the current sport studied.
Evaluating the impact of personal
evolvement and skills in sport currently
studied using Figaro sociological theory.
Assessment: Excursion Report
SPORT
CHOICES
Indirect
Volleyball
Direct (1)
Basketball/Touch
Performance (1)
Biathlon
Indirect (1)
Badminton
What students learn
In Physical Education, teamwork and acceptance of individual’s strengths and weaknesses is a
major focus. To enable the development of intelligent performance, sport and theory are
combined under the categories of similar tactical requirements i.e. Direct (intermingling), Indirect
(across a net) and Performance (individuals racing).
Based on these selections, students in Year 10 have the opportunity to complete studies of
extension PE units in semester 1 and 2 with the emphasis on providing students with the skills
and fitness to be able to participate in and enjoy these activities and develop physical and
literacy skills to enhance their studies in Years 11 and 12.
How they are assessed
Evidence will be collected from ongoing observation of physical performance or from theoretical
assessment tasks specifically designed to allow students to demonstrate learning outcomes.
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HEALTH and PHYSICAL EDUCATION
(CORE) HEALTH and PHYSICAL EDUCATION FOUNDATIONS (HPF)
Course Overview
SEMESTER 1
TERM
1
TOPIC
OUTLINE
First Aid Certificate
1 and 2
Physical Activity
Students will complete a Certificate 1 in
First Aid gaining points for their Senior
Certificate, a valuable tool for job
applications and is a prerequisite for
many Vocational Education Certificates
completed in Senior.
Students will select a variety of sports to
participate in from a range of physical
activity choices.
SPORT
CHOICES
Basketball
AFL/Soccer
Touch/Netball
Golf
Cricket
Badminton
Water polo
What students learn
Holding a Senior First Aid certificate is a valuable tool for the future both for personal knowledge
and for Vocational Education Pathways. Students will study anatomy, the latest strategies to
care for victims of heart attack, stroke, diabetes, stings and bites, burns, poisons etc. and
complete CPR and bandaging skills.
How they are assessed
Evidence will be collected from
 a written Exam
 CPR tests
 bandaging test
 and ongoing observation of physical performance tasks specifically designed to allow
students to demonstrate learning outcomes.
Page 23 of 31
HEALTH and PHYSICAL EDUCATION
PREPARATORY HEALTH and NUTRITION (HNU)
Course Overview
SEMESTER 2
TERM
3
TOPICS
Introduction
to
Health
3
4
4
Internet
Bullying
Diet
and
a Healthy
Lifestyle
Drugs
and
Alcohol
OUTLINE
What is Health?
Place in our society
Models of Health promotion
Smoking
Internet Misuse and
Consequences
Preventative Measures
Dietary guidelines
Exercise and diet balance
Teaching others
Excursion
Survey of Peers and behaviour
Minimal Harm approach
ASSESSMENT
Exam
Research
Assignment
Integrated Task at
Primary School
Research
Assignment
What students learn
Students also have the opportunity to study Health as a subject in its entirety focusing on the
social or preventative view of health. Students develop the critical skills to evaluate what is the
issue, the cost to personal and community health and review and propose solutions to resolve
the problem. In some units they will apply and evaluate their solutions to sample groups.
The subject strongly enhances essentials skills for students continuing into years 11 and 12 OP
subjects aiming for university studies. Health lessons are designed to teach and motivate
students towards choosing healthy lifestyle practices. Students are provided with a general
education of cyber bullying, smoking, nutrition and drug use and abuse and the homeless
population.
Students completing Health have received excellent skill development for their QCS exams and
for further studies and employment in the health industry.
How they are assessed
Evidence will be collected from a range of written, oral and integrated tasks through out the
years study.
Page 24 of 31
HEALTH and PHYSICAL EDUCATION
EXCELLENCE IN SURFING (HPX)
Course Overview
The objective of Sunshine Beach State High School’s Excellence in Surfing program is the
development of five distinct training areas.
Physical Preparation
General physical preparation, specific physical preparation and
perfection of specific sport abilities.
Tactical Preparation
Surfers learn to prepare and organize offensive and defensive
actions in order to fulfil an athletic objective.
Wave Usage Preparation
Coaching surfers to make correct decisions to assist in superior
surfing performances.
Technical Preparation
Surfers are coached to perform in a technically correct manner.
Technique is taught to students by using a biomechanical sound/
physiologically efficient model.
Psychological Preparation
Goal setting, concentration, visualization and self belief/self talk.
The aim of this type of preparation is to raise confidence levels,
self esteem, motivation and persistence in the face of adversity.
Analysis of practical coaching sessions involves:
Group and Class Discussions
Viewing video footage
Research into overcoming faults
Simulation training
in technique
Analysing Individual Techniques
Understanding current judging
criteria
Theory lessons will revolve around the following:
 safe surfing - workbooks 1 & 2
 surfers environment - weather and predictions
 surfing fitness and dietary requirements
What they learn
The program within the HPE Department has been developed recognising that secondary
schools in Queensland are playing an increasing role in the development of elite sporting
programs. There is also a need to cater for students who wish to pursue long-term careers in
sport and recreation. The school aims to provide students with the ability to enhance their
opportunities in surfing.
The course offers students specialised coaching and instruction in the sport at which they wish
to excel as competitors, coaches or officials. The theoretical components of the course are
embedded in practical sessions because it is essential that along with skill development, young
surfers must be progressively introduced into the theory of the sport. When a young athlete
understands why a skill should be performed a certain way, they are more motivated to perfect
that skill.
How they are assessed
Students will be required to complete a variety of assessment items based on their learning
experiences including completing class workbooks, assignments, orals, i.e. weather report and
physical performance.
Application Process
Students selected will need to meet a set of minimum standards. They will apply for entry
through a written application to be submitted in the first week of October and complete a skills
evaluation. This process will identify students to be offered a place in the course. Mark the
space on the subject selection cards. If unsuccessful, you will need to still select an additional
subject.
Code of Conduct
Students are required to abide by a strict behaviour, industry and attendance code as per the
school standards of Behaviour Management Policy. Breaches of this code will result in removal
from the programme.
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HUMANITIES AND SOCIAL SCIENCES
STUDY OF SOCIETY AND ENVIRONMENT (SSE/GEP/HIP)
Course Overview
The Study of Society prepares students for study in the Senior School subjects. SOSE subjects are
based on Inquiry. What happened? Why did it happen? What are the consequences? Students identify a
Historical problem, investigate it and make judgements about it. Students will critically evaluate and use
both primary and secondary sources.
Study of Society is particularly concerned with equipping students to adapt to rapid change, think critically
and creatively; understand the implications of different forms of global interdependence; participate
actively and effectively in a democratic society; base decisions about issues and relationships on
commonly-shared values that support equity and social justice.
What students learn

In Semester 1, all Year 10 students undertake one term of SOSE as a core unit.

In Semester 2, students may elect to study one of the preparatory senior subjects.
Semester 1
SSE10
Geography & History
Overview: “The Modern World
and Australia”
The Geography of Disease
An introduction to the geographic
patterns and management of
diseases
Popular Culture (1945-present)
The shaping of Australian values
through developments in film,
music, television and sport
Semester 2
GEP10
Preparatory Geography
Megacities
Can we sustain more and more
cities of over 10 million people
Our Creeping Coasts
Our beaches are eroding and we
just keep building
Extreme Tourism
The impacts of us visiting and
using the most extreme places on
earth
HIP10
Preparatory History
Overview: “The Modern World
and Australia”
Rights and Freedoms
The major civil rights movements
of our time that have shaped the
way we live today
Major leaders of WWII
– World War II
Understanding the causes and
course of WWII through the lives of
some very influential leaders
How students are assessed
Assessment items will include instruments assessing knowledge, skills, critical thinking, research and
written and oral expression. Each semester unit will contain three or four of the following items of
assessment: objective short answer content tests; response to stimulus tests; essay tests; written
research assignment; spoken task.
Page 26 of 31
THE ARTS
ART (ART)
Course Overview
This course aims to assist students to:
 express ideas through observation, experience and research;
 develop ideas for making artworks by exploring the art of other cultures and artists;
 structure artworks by organising the elements of the visual arts and applying appropriate
skills, techniques and processes;
 develop understanding of aesthetics and art criticism through analysis and appropriate use
of language;
 show an understanding of the ways visual arts differ across social and cultural groups.
In Year 10 Art, the electives offer a combination of both two and three dimensional art practices.
Year 10 Art is intended as an opportunity for tertiary bound/career oriented art students to
update their achievement and extend their skills in preparation for Senior Art and Visual Art
Studies.
For students wishing to enrol in the Certificate II or III in Visual Art and Contemporary Craft in
Senior, the TAR course offers students an experience in the coursework of Photography and
Visual Art Studies.
What students learn
Semester 1
ART101 ‘Object of Obsession’
TRANSFORMATION – DRAWING,
PRINTMAKING & SCULPTURE
Students will explore a wide range of art materials
and techniques to find visual solutions to a theme
or concept. Whilst drawing, printmaking and
sculpture in their various forms are central to the
course, students will be able to complete major
2D and 3D artworks based on a theme or
concept.
This course involves
practical work.
both
theoretical
and
Semester 2
ARP102 (Preparatory Art)
This subject prepares students for studying
Visual Art (OP eligible) in Senior. It involves both
practical (Drawing, Painting, Sculpture) and
theoretical work (Painting Analysis Essay 600 –
800 words).
OR
ARV102 (Preparatory Certificate Visual Arts &
Contemporary Craft – Photography & Visual Art
Studies)
Students will develop both photography and art
skills and knowledge exploring techniques such
as drawing, painting, printmaking, sculpture,
ceramics, camera techniques, composition, black
and white photography, darkroom practices,
digital photography & image manipulation using
Photoshop.
How students are assessed
Students are assessed in the following three areas:
 Making images and objects: Students design and create two-dimensional and threedimensional forms using a variety of materials, processes and functions.
 Making and displaying: Students document the process of making and displaying in
response to researched ideas. This involves written work and research of existing works.
Students experience informal and formal display and exhibitions of images and objects in
various contexts.
 Appraising images and objects: Students describe, analyse, interpret and evaluate their
own and others’ images and objects. They develop knowledge and understanding of art
works in relation to cultural, social, historical, political and economic contexts.
Page 27 of 31
THE ARTS
MUSIC (MUS)
Course Overview
Reasons to learn music:




I enjoy music and would like to learn about it in more depth.
I enjoyed playing the instruments in Year 8 and would like to go further.
I already play or learn an instrument and would like the opportunity to develop my skills.
I may possibly consider a career in music. It’s fun!
What students learn
Semester 1: MUS101
The Keyboard / Jazz Music
Designed for students who are proficient on an
instrument and/or who can read music.
Semester 2: MUS102 (Preparatory Music)
Time Machine
Designed for students who are proficient on an
instrument and/or who can read music.
In Term 3, students will study piano/keyboard
music.
They will have the opportunity to
perform, compose and analyse keyboard
music. Term 4 will focus on Jazz Music.
The course will focus on Music throughout
History,
and
include
music from
The
Renaissance, Baroque, Classical, Romantic and
20th century periods (including popular music).
The course will consist of three dimensions:
 Performing - instrumentally, vocally, in
ensemble and individually. It is intended to
build upon existing proficiency.
 Composing – developing skills necessary to
write music in a variety of styles and genres
and for a variety of instruments.
 Analysis – critical analysis of works from a
range of styles and historical contexts.
The course will consist of three dimensions:

Performing - instrumentally, vocally, in
ensemble and individually. It is intended to
build upon existing proficiency.

Composing – developing skills necessary to
write music in a variety of styles and genres
and for a variety of instruments.

Analysis – critical analysis of works from a
range of styles and historical contexts.
These units are intended as a preparatory course
for Senior Music.
How students are assessed
Singing and Playing:
Performing individually and with others.
Reading and Writing Music:
Applying their knowledge of musical patterns,
structures and elements to read and write music and to
express themselves through composing and arranging.
Students will also learn to compose music using a
variety of music computer software.
Identifying and responding to music:
Identifying, analysing and responding to musical
patterns, structures and expressive elements in music
from various cultural and historical contexts.
Page 28 of 31
THE ARTS
DRAMA (DRA)
Course Overview
“Wherever there are people, there is drama.”
To provide students access to and participation in this powerful and dynamic art form.
Students experience a range of dramatic forms and styles & develop acting skills & knowledge of the
dramatic languages. In addition to this, drama helps build students’ creative, problem solving and
interpersonal skills.
Students will work to develop roles, characters and relationships and strengthen their performance
skills including voice, movement and gesture. Students will work to develop roles, characters and
relationships and strengthen their performance skills including voice, movement and gesture. Students
will explore both realistic and non-realistic styles such as Commedia dell-arte, Realism, Physical
Theatre and Documentary Drama. In order to develop students’ appreciation of the art form, attending
a live theatre performance will be included in the course. Performing in front of an audience is an
integral part of the course. DRA10A/B is intended as an opportunity for tertiary bound/career oriented
drama students to update their achievement and extend their skills in preparation for Senior Drama.
In order to develop students’ appreciation of the art form, attending a live theatre performance will be
included in the course. Performing in front of an audience is an integral part of the course. DRA10A/B is
intended as an opportunity for tertiary bound/career oriented drama students to update their
achievement and extend their skills in preparation for Senior Drama.
What students learn
Unit 1
Focus
Semester 1: DRA101
Light a match
‘Burnt’ by Stephen Davis
Semester 2:
DRA102 (Preparatory Drama)
Unit 3
Smell the Smoke
Focus
Collage
Responding Task
Polished performance extract
Unit 2
Focus
Small Group Performance
Unit 4
Focus
Watch it Burn
Commedia Dell’Arte
Written scenario student devised presenting
Feel the Warmth
Issues Based Performance
Class production
How students are assessed
Students engage in and are assessed in the following three dimensions:
Forming
Presenting
Responding
Students actively creating, shaping and managing drama.
They apply
knowledge and understanding of dramatic languages to experiment & make
judgments as they create their own dramatic work.
Students perform their own and other’s work, displaying a range of polished
acting and performance techniques.
Students critically analyse, interpret, evaluate and reflect on a range of
dramatic action
Page 29 of 31
THE ARTS
DANCE (DAN)
Course Overview
A study of dance gives the student an opportunity for success through fun, creativity and learning from
each other. It fosters in students the self confidence gained from contributing their own ideas and
accepting others in group situations. Motor skills and coordination are developed as well as a healthy
approach to fitness and a positive body image.
This course is offered as a supportive platform for the Senior Course in building skills and an
awareness of dance and dance history. For a well rounded study of and experience in dance, the
course is divided equally across the objectives of dance: performance, choreography and appreciation
(theoretical analysis tasks). Opportunities also exist for students to attend excursions and participate in
workshops facilitated by professional artists. Year 10 Dance is intended as an opportunity for tertiary
bound/career oriented dance students to update their achievement and extend their skills in
preparation for Senior Dance.
What students learn
Year 10 Dance
Dance has three functions: artistic, social and ritual.
As students weave their way through these functions, opportunities exist to explore a number of
choreographers and the role dance plays in societies/cultures around the world (this is experienced via
performance, choreography and appreciation) allowing students to prepare for Senior Dance.
Focus genres include musical theatre, hip hop and contemporary dance.
How students are assessed
Assessment in Junior Dance will concentrate on both practical dimensions of performance and
choreography, and written tasks focusing on the analysis of students’ own works and the works of
others.
The assessment is divided equally among the three objectives:
 performance (performing in front of different audiences);
 choreography (creating and structuring dance works using choreographic tools and processes);
 appreciation (research, written work and analysis of own and others’ dance works via oral
presentations, debates, assignments and discussions).
Page 30 of 31
THE ARTS
FILM AND TELEVISION (MED)
Course Overview
The aim of this course is to improve a variety of skills including visual literacy, critical thinking and
interpersonal communication.
The course aims to give students a basic understanding of the process of creating a video, the skills to
operate a video camera and the ability to edit videotape using computer software.
FTV is offered as a one semester unit in Year 9 (students may only take Year 9 FTV ONCE) and as a
whole year course in Year 10. Both years have a theoretical and a practical component. FTV10A (Year
10) is intended as an opportunity for tertiary bound/career oriented Film and Television students to
update their achievement and extend their skills in preparation for Senior Film and Television.
Students interested in studying Photography in Years 11 and 12 will find this course will give them solid
grounding on basic camera techniques
What students learn
Semester 1: MED101
Semester 2: FTM102
(Preparatory Film, Television & New Media)
Topics to be covered include:
Topics to be covered include:

Production design gives students the opportunity
to generate
ideas, research information,
investigate issues, devise proposals and solve
problems in the planning and organisation for the
future construction of a film and television text.
 Production Design gives students the opportunity to
generate ideas, research information, investigate
issues, devise proposals and solve problems in the
planning and organisation for the future construction
of a film and television text.

Production practice allows students individually
and within groups, to engage in experiences that
involve production practises and experimentation
with appropriate technologies and techniques.
 Production Practice allows students individually and
within groups, to engage in experiences that involve
production practises and experimentation with
appropriate technologies and techniques.

Critique provides student, individually or in groups,
the opportunity to describe, analyse and interpret
films.
 Critique provides student, individually or in groups,
the opportunity to describe, analyse and interpret
films.
How students are assessed
This course will assess the students in the three dimensions listed below:
Constructing
Gives students the opportunity to generate ideas, research information, investigate
issues, devise proposals, seek alternatives and solve problems in the planning and
organisation for the future construction of a film and television text.
Producing
Allows students, individually and within groups, to engage in experiences that
involve production practices and experimentation with appropriate technologies and
techniques.
Responding
Provides students, individually or in groups, the opportunity to describe, analyse,
interpret, judge, value, evaluate, and challenge texts and ideas.
Page 31 of 31